K-12 Universal Resources

Items found on this page are not grade-specific. In some cases (such as with the sample lesson plan topics for writing instruction) if there is a specific grade listed in the title, the resource has been placed on this page because it can still be a template for other grade levels, regardless of the specific reference to grade-level content.

Supporting Resources for CCSS-Aligned Curriculum

The Synced Solution – This online resource is available to EGUSD teachers only. The resource is for K-12 ELA teachers for the purpose of providing integrated units of study aligned to the CA Common Core Standards. Use your Elk Grove SISWEB login and password to enter the site. For more information regarding the resource or to request support/tutorial, please contact the ELA Program Specialists. Patty Tong at ptong@egusd.net (K-6) or LaRae Blomquist at lblomqui@egusd.net (7-12)

Appendix A – This resource provides research and rationale for the thinking behind the standards. It addresses all of the strands, and it reads like a professional conversation with the CCSS authors.

Appendix_B – The reading exemplars provided in this resource take into account three factors: 1) reader and task, 2) qualitative (sophistication of content), and 3) quantitative (text complexity measured by lexile level). Also, there are reading performance tasks for literature, informational text, and history/science literacy standards.

Appendix C writing exemplars – Provided by the authors of the Common Core, these exemplars represent K-12 grade-level writing. The writing situation is indicated at the top of each student sample, and commentary about how the writing represents the expectations of the standards follows each student piece.

Fluency Support

Fluency Decision-Making Tree – This document is intended to help teachers diagnose “next steps” when analyzing students’ fluency results. Below are additional resources for further assessment and targeted instruction based on student needs. This takes into account the three components of fluency: rate, accuracy, and prosody.

Prosody Rubric – Prosody, as the third component of fluency, has a continuum of how students can read expressively. This rubric is intended to help teachers plan responsive instruction based on student need.

Multi-syllabic Decoding Ppt. – This PowerPoint is intended to be used with students who need work with the multi-syllabic words. It may be particularly helpful for older students who need multi-syllabic instruction/practice and who may not “own” a clear understanding of the six syllable types–especially as they can be supported with sound/spelling cards.

Vocabulary Support

Academic Language Verb Posters (elementary) – Tier 2 vocabulary, or words that are academic in nature and used across content areas, are important for student success. This handout contains “posters” of a number of common academic verbs such as analyze, compare, and demonstrate, to name a few. The posters can be printed and displayed on a “word wall” for students to learn/reference.

Support Documents for Teaching Reading:

Creating Sets of Text-Dependent Questions, K-6 – Modified from the site AchievetheCore.org, this graphic organizer is intended to provide more specific guidance to help teachers create sets of text-dependent questions where each “layer” of a targeted re-read is aligned to a specific standard and builds in complexity/cognitive demand. (K-6)

Creating Sets of Text-Dependent Questions, 7-12 – Modified from the site AchievetheCore.org, this graphic organizer is intended to provide more specific guidance to help teachers create sets of text-dependent questions where each “layer” of a targeted re-read is aligned to a specific standard and builds in complexity/cognitive demand.

Support Documents for Planning Writing Instruction:

CCSS Common Language for Writing Instruction (matrix) – The Common Core writing standards were examined, and the terminology used K-12 was charted on this document. There are a few additions of terms added to the document (e.g., “prompt”) which seem to be implied by the Common Core standards as language that we would want students to understand. These additions have been noted at the top of the document.

Step Up to Writing Aligned with CCSS – A number of our sites utilize the Step Up to Writing resource. Since we are determined to maintain consistent use of Common Core aligned language, this document bridges the color-coding of the program with the terminology found in the CCSS. (See the Electronic Professional Learning page for additional support.)

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"CCSS were designed by a national panel of teachers, experts, parents and school administrators, so they reflect both our aspirations for our children and the realities of the classroom." - Ted Mitchell, former President of the California State Board of Education.